粒子發展史融入自然與生活科技教學對國中學生學習成就及科學本質觀影響之研究

吳美瑩

指導教授 ： 方泰山

國立臺灣師範大學/理學院/化學系在職進修碩士班/碩士(2004年)

摘要

本研究採準實驗研究法，旨在運用粒子發展史融入自然與生活科技教學，探討科學史融入教學模式對學生學習成就及科學本質觀的影響。研究者採用歷史個案研究方式設計教材，並採行分組討論式的合作學習方法設計教學模式，以台北市某國中二年級145名學生為實驗對象，分為實驗組（71人）及控制組（74人），進行十堂課的教學實驗。本研究除藉學習成就測驗、了解科學本質量表（UNOS）前後測成績，探討粒子發展史融入教學模式對學生學習成就及對科學本質了解的影響外，並分析不同性別、不同程度學生在學習成就及對科學本質了解上的差異，以及從學生的活動學習單內容及學習感受問卷回饋意見進行質與量的分析。研究結果發現如下：
一、粒子發展史融入教學模式能促進學生之學習成就。
就性別而言，實驗組女生學習成就的後測表現沒有顯著優於男生；就程度而言，實驗組高分組及中分組的學習成就後測表現顯著高於低分組，也就是科學史融入教學模式對高分組及中分組的影響顯著高於低分組。
二、粒子發展史融入教學模式未能促進學生對科學本質的了解。
就性別而言，實驗組女生了解科學本質的後測表現沒有顯著優於男生；就程度而言，實驗組高分組、中分組和低分組的了解科學本質後測表現沒有顯著差異，也就是科學史融入教學均未能促進各組學生對科學本質了解的提升。
三、大部分學生認為粒子發展史融入教學模式對他們有幫助。
1. 學生對實驗教學之感受：一是分組討論改變學習型態；二是上課方式變的新鮮、特別；三是科學史教學模式讓教材更易了解。學生對實驗教材之感受：一是科學史教材內容深入、觀念較易理解；二是科學史教材有重點整理；三是科學史教材內容活潑；四是科學史教材重視科學概念發展過程。
2. 有63﹪的學生宣稱實驗教學引起他們的學習興趣。實驗教學引起學習興趣的理由：一是喜歡分組討論；二是科學史教材內容生動；三是教學有助思考。
3. 有 94﹪的學生宣稱實驗教學幫助他們了解科學本質。科學史融入教學模式促進學生在科學知識本質的了解最多，科學方法與科學事業本質的了解很少。
4. 有82﹪的學生宣稱實驗教學改善他們的迷思概念。
5. 實驗教學對於學生的最大幫助：一是提高學習成就；二是增進反省思考；三是了解科學史。
四、學生的迷思概念與科學史上的科學概念相比較，發現學生在粒子相關的某些概念和古代科學家的想法相似。

關鍵字

粒子發展史 ； 科學史 ； 教學模式 ； 學習成就 ； 科學本質 ； 迷思概念

並列摘要

This research adopts quasi-experimental research method. It aims to integrate the history of particles to the teaching of Science and Technology to investigate the impact of the integrated teaching model of the science history on the students’ learning achievement and their view of the nature of science. The researcher used historical case-study approach to design the teaching materials and adopted group discussion of cooperative learning method as the teaching model. The subjects were 145 8th graders in a junior high school in Taipei, 71 in the experiment group and 74 in the control group. The students in the experiment group received ten classes of teaching experiment. This research not only used pre- and post-test scores of learning achievement test and Understanding of the Nature of Science Scale (UNOS) investigate the impact of the integrated teaching model on the students’ learning achievement and their view of the nature of science but also analyzed the difference between different sexes and levels of students. It also underwent quality and quantity analysis on students’ worksheets and feedback questionnaire. The findings are as followed.
I.The integrated teaching model of the history of particles can facilitate students’ learning achievement.
As far as sexes are concerned, the girls’ learning achievement on posttest is not significantly higher than that of the boys’ in experiment group. As to different student levels, the learning achievements on posttest of the high-score and medium-score groups are significantly higher than that of the low-score group; that is, the impact of the integrated teaching model of science history on the high-score and medium-score groups are significantly higher that of the low-score group.
II.The integrated teaching model of the history of particles cannot increase students’ understanding of the nature of science.
As far as sexes are concerned, the girls’ understanding of the nature of science on posttest is not significantly higher than that of the boys’ in experiment group. As to different student levels, the understanding of the nature of science on posttest for the high-score and medium-score groups are not significantly different from that of the low-score group; that is, the impact of the integrated teaching model of science history cannot significantly facilitate the understanding of the nature of science of all groups of students.
III.Most students thought that the integrated teaching model of the history of particles was helpful for them.
1.The feelings students have toward experiment teaching: a) group discussion changed students’ learning style; b) classes became interesting and special; c) the new teaching model made the materials easier to understand.
The feelings students have toward experiment materials: a) the materials on science history are in-depth and easier to understand; b) there were a list of main points on science history; c) the materials on science history are snappy; d) the science history materials emphasized the development of scientific concepts.
2.63% of students declared that experiment teaching arouse their learning interests. The reasons are: a) students like group discussion; b) the materials on science history are lively; c) the teaching helped students to think.
3.94% of students declared that experiment teaching helped them understand the nature of science. The integrated teaching model of science history facilitated students’ understanding of the nature of scientific knowledge much better than that of scientific method and scientific enterprise.
4.82% of students declared that experiment teaching helped them improve their misconceptions.
5.The greatest help the experiment teaching has toward students are: a) enhance learning achievement; b) increase reflection; c) understand science history.
IV.Comparing students’ misconceptions and the scientific concepts in the science history, students’ concepts concerning particles are similar to some thoughts of ancient scientists.

並列關鍵字

the history of particles ； science history ； teaching model ； learning achievement ； the nature of science ； misconceptions